Student Misbehaviour in a Classroom - Essay Example

? The impact misbehaviour in teaching processes Number Department Proformas Your number: 1 Reference: Gorard, S. 1999. Examining the paradox of achievement gaps. Social Research Update, 26,pp1-9 1. What is the study about? The study explores the riddle that arises from social seclusion and mobility of learners. 2. Purpose What are the main aims? The aim of the paper is to compare prove that social segregation and mobility of learners impact their learning processes. 3. Focus/scope Different student subgroups 4. Location & duration The study was carried out in UK between 1994-1998 5. Research design & method(s) Qualitative analysis: calculating differential attainment. 6. Key concepts and ideas Achievement gap exists across various student groups with diverse capabilities such as social status and mobility. 7. Key findings, recommendations & implications for your enquiry Students from middle class families have lower educational attainment as compared to the working class categories. More research needs to be done on the topic to prove the efficiency of social class and mobility. This research enables me to understand that educational achievement is normally influenced by sociological and physical issues. 8. Your critical evaluation of this paper: Although the paper offers scientific facts, it fails to go past the Middle Class and the working class population segments in regard to education. 9. Critical comparison (Paper 1 is better than paper 2 because it was done in many faces over a decade. However, the long period of time could have impacted the scope. Your student number: 2 Admiraal, W., & Wubbels, T. 2005. Multiple Voices, Multiple Realities, What Truth? Student Teachers' Learning to Reflect in Different Paradigms. Teachers and Teaching: Theory and Practice, 11(3), pp315-329. 1. What is the study about? The study focuses on the challenges that student teachers experience during practice. 2. Purpose What are the main aims? The purpose of the paper is to provide a rare comparison of two reflective practices of teachers. 3. Focus/scope The scope of the paper is to offer readers a rich and balanced literature on the experiences of student teachers from different researchers. 4. Location & duration Utrecht University, UK (1990-2000) 5. Research design & method(s) Qualitative methodology and reflective reports 6. Key concepts and ideas The researcher based ontological, epistemological and methodological concepts upon rational beliefs. 7. Key findings, recommendations & implications for your enquiry Student teachers saw numerous challenges related to practice but which were almost similar in the two studies analyzed in the paper. These include poor interaction with learners. 8. Your critical evaluation of this paper Although, the research provides a balanced approach to pertinent issues facing student teachers, it is based on secondary data which may be prone to some inaccuracies. 9. Critical comparison (This paper is better than the rest because, it offers real-time experiences of the student teachers in practice, however its focus on secondary data makes the findings less credible. Your student number: 3 Cooper, H., Robinson, J.C., & Patall, E.A. 2006. Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review of Educational Research, 76(1), pp1-62. 1. What is the study about? The study explores the academic importance of homework. 2. Purpose What are the main aims? This paper explores the impacts of homework on students. 3. Focus/scope The paper focuses on the significance of homework to education in the USA 4. Location & duration United States since 1987 5. Research design & method(s) Quantitative analysis: sampling of various research designs 6. Key concepts and ideas Homework is a form of remedial work 7. Key findings, recommendations & implications for your enquiry Homework achieve relatively moderate learning achievements. The findings can form the basis for empirical research. This research enables me to understand the significance of homework and why policy makers should consider implementing it. 8. Your critical evaluation of this paper Although, the paper is well-balanced and meticulously done, the data was mainly acquired from one source, this impacts its quality. 9. Critical comparison: This paper is almost similar in scope to paper # 4 because both delve in the educational challenges witnessed in the classroom. However, the paper # 4 offers greater literature due to its wider scope. Your student number: 4 Reference: How misbehaviour of students may affect the teacher's performance in the classroom? 1. What is the study about? The study explores the impact of student misbehaviour in teaching processes as a way of learning. 2. Purpose What are the main aims? This paper aims to investigate the extent and the number of ways in which student misbehaviour impedes learning. Various interventions are included. 3. Focus/scope Student misbehaviour in elementary schools. 4. Location & duration UK, 2012 5. Research design & method(s) Quantitative research (interviews, sampling of secondary sources of data) 6. Key concepts and ideas Student misbehavior impedes learning Leads to more time wastage The misconduct can be managed. 7. Key findings, recommendations & implications for your enquiry Teachers tech to retreat if student misbehaviour persists Alertness, and rewards are some of the remedies 8. Your critical evaluation of this paper The research offers one side of the story – the teacher’s view. 9. Critical comparison: This paper is more of an extension of paper # 3, which delves in the issue of homework only. However, its wider scope of student misbehaviour could be a weakness in that it fails to focus on a smaller topic area like paper # 3. Introduction Student misbehaviour in a classroom is a common phenomenon that impacts the performance of the teacher. Regardless of the salience of the problem to instructors and its adverse repercussions, few studies have focused on how such behaviours impact teaching (Sevgen, 2010). Misbehaviour against a teacher in classroom can be injurious to the students if it negates learning processes, limits the chance of passing examination and or promotion to the next class, or limits the probability of joining or completing particular educational tasks. Teachers too are also put on the receiving end by student misbehaviours as it interrupts their ability and or willingness to provide the best instruction possible that can be achieved under a normal learning environment. Misbehaviour is counterproductive to the whole class, especially when it results in discomfort or panic. Sevgen (2010) argued that misbehaviour is directly connected with low grades in the classroom, and test scores, and higher dropout rates. Cooper, Robinson, and Patall (2006), reinforce the modest teacher achievements by suggesting that students who exhibit good behaviour are more expected to take part in higher educational programs than those who exhibit moderate misbehaviour. Boyd (2012) on his part explored and offered important findings that are associated with the necessity to comprehend the nature of class-related misbehaviour and the background of student misbehaviour in relation to teacher performance and adequate learning processes. Impacts of student misbehaviour on teaching practice Boyd (2012) concurs with Price (2012) that several findings have indicated that effective instructors communicate more with their learners on teaching matters, and their students often spend more time on learning-oriented issues. The classroom environment that need more interventions to improve teacher-student relationships are usually known for displaying the following line of actions: first, a student shows cases of misbehaviour; secondly, the instructor attempts to limit the impact of the misbehaviour by engaging in corrective measures like punishment and or behaviour modification; thirdly, student exhibits signs of persistent misbehaviour, in which case an instructor retreats in disappointment; and finally, an escalation of student misbehaviour often set in, impacting the learning processes in the whole classroom (Sevgen, 2010). Admiraal and Wubbels’ (2005) research provides an evaluation of how demeaning student misbehaviour can be to teachers during lessons and how the problem can be reduced to allow for easy teacher-student interactions, especially when student misbehaviour manifests by reducing an escalation of the problem. Gorard (1999) outlines steps that an instructor can incorporate into their practice to stem cases of student misbehaviour in classroom, which not only impacts the learning processes of the individual student involved but his or her classmates as well, arguing that proper understanding among the key stakeholders is the key to success. Complex Classroom Sevgen (2010) decries the multifaceted nature of classroom environment where learners and instructors live and communicate with each other for purposes of learning, as the cause of teacher frustrations. Instructor’s are expected to provide the necessary leadership within these environments and the manner in which they offer leadership qualities immensely impact the value of the relationships that happen between them and their subjects as well as the associations that often take place within the student fraternity. These interactions, regardless of their social or educational nature, have an immense impact on the teaching and learning by the key stakeholders in the classroom – teacher and student. Unlike teachers who are dejected by student misbehaviour, motivated and proactive teachers are a great source of wealth of resources that impact great social development of the learners mandated to a particular instructor's learning environment. Arum and Ford (2012) argue that for many decades, the analysis of group behaviour within the classroom needs to be assessed so as to effectively come to terms with how instructors can best execute their responsibility and how a learner can best benefit from the educational programs. Despite the successes that have been achieved in instructional programs, Gorard (1999) notes that most of educational facilities still grapple with the problem of frosty teacher-student interactions in the classroom as far as students’ behaviour is concerned. Boyd (2012) points out that, teachers’ poorly structured learning processes and the classroom environment developed from an outdated model is the cause of these poor interactions that eventually may degenerate into student misbehaviour and or failure to rein in the problem. Brady, Forton, and Porter (2012) argue that research which basically advances the functions of the average teacher or average learner roles in regard to a single undertaking misses the importance of comprehending how instructors and their subjects communicate in the classroom and how the interactions within the classroom setting affect both the learner and the instructor behaviour. Lack of understanding may trigger a teacher to retreat. Retreating Teacher Instructors have different approaches to practice (Cooper, Robinson, & Patall, 2006). This depends on what they think are appropriate strategies for handling the behaviour of children in an environment of learning such as a classroom (Reglin, Akpo-Sanni, & Losike-Sedimo, 2012). In fact, the management of classroom settings tops the list of the most debatable subjects among instructors at all levels of learning or career stages (Cothran, & Kulinna, 2007). Several researchers indicate that there is a direct connection between instructors’ capacity to organize and administer the behaviour of students in classroom and their subject’s learning processes. To support this hypothesis, Duchaine, Jolivete, and Fredrick (2011) indicate that learners have a tendency of showing discipline and proactiveness in learning moves and programs in classroom settings that are well organized and managed properly. Admiraal and Wubbels (2005) argued that management problems that are related with organization often distract both the key participants in the learning process and may be seen as a sign of misbehaviour in the classroom. According to Boyd (2012), the average educational setting is one where the instructor concentrates on preventing learning distractions because such a classroom will likely enhance the amount of time that a student spends doing the tasks given to them by the teachers and, of course, education. Management problems can impact the level and essence of interactions between the two main stakeholders in the learning program (Sevgen, 2010). In contrast, Gorard (1999) reports that, even though teachers often have the goodwill to steer clear of any misunderstandings with the students they teach regarding management initiatives, teachers rarely have effective interactions with students whose behaviour is challenging and even tend to avoid interactions with these learners as they become more stressed up. Cooper, Robinson, and Patall (2006) established that this tendency of a teacher to avoid interactions with a student who has shown acts of misbehaviour can be referred to as a retreat; that is, the instructor failed to stem the fallout when students chose to go against previously stipulated or known regulations for good conduct. Boyd (2012) indicates that teachers often retreat when they feel that student misbehaviour is beyond their control. However, retreating teachers are abdicating their call of duty (Sevgen, 2010). Teacher retreats are a huge letdown in the learning process (Spilt, Koomen, & Thijs, 2011). It is arguable among researchers of the sociology of education, that a retreating teacher provides room for more confusion and problems within the classroom (Price, 2012). The application of sociology of education to instructions and learning holds that if the instructor beats a retreat from his responsibilities as the head of the classroom during a lesson, the vacuum is likely to be filled by undeserving characters that mainly comprise of a student or a group of disorderly learners (Sevgen, 2010). Nonetheless, effective instructors strive to employ the best educational strategies of keeping a constant eye on the students in order to stem any cases of retreating or the resulting implications. This implies the use of behaviour controls has yielded positive outcomes, especially where the behaviour of the student(s) has been deemed injurious or disruptive to their peers. Professional Language and practice According to Sevgen (2010) researchers have proved that managing the learning processes within the classroom is one of an instructor’s most imperative obligations. Student misbehaviour causes teachers to exercise high alertness and speed at redirecting trivial behaviours disrupting lessons in the classroom (Cothran, & Kulinna, 2007). However, such practices impact the quality of learning as the teacher will be expected to spend more than enough time on off-the-practice duties. According to Price (2012), this re-engagement process often enables the teachers to avoid the likelihood of problems occurring during lessons. Arguably, classroom management of students who are likely to misbehave requires the withitness teaching ability (Spilt, Koomen, & Thijs, 2011). Withitness is an effective strategy used by teachers handling students who are likely to misbehave during lessons (Sevgen, 2010). The theory is premised upon the need to scan the learning environment from time to time and striving to be closer to students who are troublemakers, especially during lessons in order to avoid problems. Such teachers are required to control their classes through proper seating arrangements, and organize the students into lean groups to avoid chances of the learners learning in stressful ways and to set up an appropriate environment for learning (Sevgen, 2010). Moreover, these instructors often move across the classroom and place themselves close learners who have short attention span (Arum, & Ford, 2012). Despite the significant amount of time and effort that is required of teachers handling students who have a tendency to misbehave, the extra teacher effort is vital, considering the fact that these teaching strategies serve the preventive role to misbehaviour. Sevgen (2010) indicated that these strategies stem problems that may arise in future. Student misbehaviour is often irritating and could cause teacher disappointment. However, effective instructors rarely use menacing remarks as such comments may scare the students and impede the learning process (Sevgen 2010). Moreover, effective instructors show patience for learners to adhere to set regulations and or follow instructions, and often try to be accommodative by encouraging a friendlier environment where all students are given equal treatment for a uniform learning process for the whole class. Student rewards Landrum et al (2011) emphasized on the use of rewards to win over the recalcitrant students. However, the commendations process should be justified and done uniformly to include the rest of the class. Even though, the findings of the effects of praising learners who are showing attentiveness in the classroom remain ambiguous, it is notable that teachers’ use of more praise and rewards and remarkably fewer menacing and punishing behaviours results in better behaviour of students (Admiraal, & Wubbels, 2005). It seems credible to argue that the impacts of student development improve when the interactions between the teacher and the student happen in an environment where there is warmth, compassion, and emotional advocacy (Boyd, 2012). Owing to the fact that the learning environment is a complete social setting, the effect of using appropriate, genuine praise and incentives in front of the whole group has proven to be highly effective to improvement of behaviour and better performance in class (Landrum et al, 2011). When learners earn various forms of encouragement, their peers clearly observe and are more expected to show appropriate behaviours that are likely to be rewarded by the teacher (Lewis, Roache, & Romi, 2011). The other learners clearly come to terms with the impact of the new status of the good role model (s), and eventually the remaining members of the class will try to show the behaviours of their rewarded peers. The use of kind words and constant appreciation of good behaviour by teachers often have a huge repercussion on every learner in the classroom. Keeping students engaged Student misbehaviours transform the roles of a teacher, making them more than mere teachers (Ford, 2012). Teachers are required to mark the pace of the class at performing various learning tasks so that they keep the children busy (Cooper, Robinson, & Patall, 2006). Price (2012) indicates that students who are engaged in solving problems in various subjects so as to achieve an instructional objective often do not have enough time to exhibit misbehaviour. In contrast keeping the students ever busy may easily be counterproductive. It may lead to exhaustion, in which case the students will not be in a position to grasp whatever is being taught in the class. Arum and Ford (2012) aver that teachers classified as effective handlers of student misbehaviour are better equipped to understand pacing and thus can keep students adequately engaged by formulating and presenting quizzes to the class. They can also help the children with difficult questions, and offer timely responses that aid learning. In contrast to the teacher-led learning process, Carter and Punyanunt-Carter (2006) note that opening more room for student interactions with each other, stimulates, more exploration of the learning aids and the eventual learning process. This student-led learning process generates queries and solutions, and as such, enables all the learners to take part in structured discussions and show attentiveness while various on-task processes go on without a hitch. Regardless of the importance of each of the approaches to learning, Reutzel, Ray, and Clark (2011) argues that a careful integration of both methods has yielded positive outcomes. There is a need to crack down on student misbehaviour and guarantee a better learning environment. In order to make the maximum gains from handling student misbehaviour, Durmuscelebi (2010) suggests that the teaching staff must be prepared to participate in both individual and joint reflection regarding their own practice within the classroom setting. These evaluations will offer both instructors in their teaching practice the chance to assess their behaviour in the classroom environment and relate it to their professional character and education. The chance to communicate with other experts in the field is an imperative part of this reflection. Feedbacks on challenging issues from supervisor, the assistant teacher, or a staff-mate can enhance positive developments regarding how instructors and their trainees cooperate in the classroom and eventually to enhance student success (Lewis, Roache, & Romi, 2011). Although, student misbehaviour can be dehumanizing and at times back-pedal the educational goals that have been achieved in the learning process, the implications of the studies explored in this paper would prove very helpful only when instructors implement the best practices in their actual classroom environment and the learning processes therein to make practical, data-backed decisions (Admiraal, & Wubbels, 2005). Some of the proven ways of dealing with student misbehaviour in the classroom is by empowering group contingencies and implementing behaviour modification programs. Group contingencies The employment of strategies in which tributes and punishments are implemented in the classroom, based on the conduct of students have been established to be highly effective in cracking down on children whose behaviour are unwelcome in the class (Dhaem, 2012). Through the groups the students can be taught interpersonal skills, a development that is basically premised upon good behaviour shown to neighbours. Teachers who have trained their students on self-awareness, collaboration, and the skills of lending a hand have effectively nurtured positive behaviours and eliminated unwelcome conducts among students. Behaviour Modification A teacher can improve his or her performance in a classroom of students who misbehave by implementing a range of proven strategies, most of which are applicable to maintenance of effective discipline in the class. According to Dhaem (2012), reinforcement strategies ranging from spoken, symbolic, and or tangible methods have proven as appropriate in improving the student conduct of misbehaving learners. Brady, Forton, and Porter (2012) indicated that by implementing reinforcement programs, students' natural motivation will remain intact, as long as the move is premised upon performance and implemented in bits. Teaching self-control skills is also a proven way to enhance behaviour modification and enhance better teaching processes within the context of better classroom management. If modelling is applied as an adjunct measure to self-instruction, self-care, and self-reinforcement programs would contribute to the betterment of misbehaving learners (Arum, & Ford, 2012). In light of the significance of behaviour modelling, modern behaviour modification strategies tend to include the opinion and contributions of the students in a more vigorous way. This in turn results in developing and structuring their own conduct through involvement in the intercession of agreements with their instructors. Generally, student misbehaviour is common in a heterogeneous classroom, where there are varying students paces and learning capacities. However, with effective measures such as closer interactions and better teacher engagement with the class, the problem can be highly limited if not eliminated completely. Conclusion Student behaviour is an imperative trait that aids teaching and learning processes. But acts of misbehaviour among students may prove challenging to teachers, especially where the teacher has failed to put in place effective measures to stem and or eliminate the problem in order to allow smooth learning operations. Instructors, who share their frustration about student misbehaviour with the relevant parties, often find better ways to deal with the problem rather than retreating. Effective teachers create classroom settings that promote good instruction and student learning by removing any forms of disruptions from the learning environment. In a classroom environment where there are several distractions, student misbehaviour is bound to happen. The behaviour will be followed with the instructor’s attempt to manage the misconduct, but when the student’s behaviour persists, the teacher may likely exhibit signs of retreat. Teacher’s retreat often triggers deterioration of student misconduct, especially when undeserving forces try to fill the vacuum left by the teacher. Nonetheless, future instructors would achieve better practice if they exercise best teaching practices including being alert and controlling the class to avoid off-the-task behaviours; steering clear of retreating; and employing appropriate language in the classroom. It is also important for teachers to be aware of the student’s learning speed and the attention span of various children, because this would help the teacher to notice any misbehaviour traits in the class for timely management. References Admiraal, W., & Wubbels, T. 2005. Multiple Voices, Multiple Realities, What Truth? Student Teachers' Learning to Reflect in Different Paradigms. Teachers and Teaching: Theory and Practice, 11(3), pp315-329. Arum, R., & Ford, K. 2012. How Other Countries "Do Discipline." Educational Leadership. 70(2), pp56-60. Boyd, L. 2012. 5 Myths About Student Discipline. Educational Leadership, 70(2), pp62-66. Brady, K., Forton, M.B., & Porter, D. 2012. Responding to Misbehavior. Education Digest: Essential Readings Condensed for Quick Review, 77(7), pp25-28. Carter, S.L., & Punyanunt-Carter, N.M. 2006. Acceptability of treatment for a student sleeping in the college classroom. Education, 126(3), pp541-546. Cooper, H., Robinson, J.C., & Patall, E.A. 2006. Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review of Educational Research, 76(1), pp1-62. Cothran, D.J., & Kulinna, P.H. 2007. Students' Reports of Misbehavior in Physical Education. Research Quarterly for Exercise and Sport, 78(3), pp216-224. Dhaem, J. 2012. Responding To Minor Misbehavior Through Verbal and Nonverbal Responses. Beyond Behaviour, 21(3), pp29-34. Duchaine, E.L., Jolivete, K., & Fredrick, L.D. 2011. The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms. Education & Treatment of Children (West Virginia University Press, pp209-227. Durmuscelebi, M. 2010. Investigating Students Misbehavior in Classroom Management in State and Private Primary Schools with a Comparative Approach. Education, 130(3), pp377-383. Gorard, S. 1999. Examining the Paradox of Achievement Gaps. Social Research Update, 26, pp 1-9. Landrum et al. 2011. Classroom Misbehavior Is Predictable and Preventable. Phi Delta Kappan, 93(2), pp30-34. Lewis, R., Roache, J., & Romi, S. 2011. Coping styles as mediators of teachers' classroom management techniques. Research in Education, 85, pp53-68. Price, B.S.2012. Zero Margin for Error: Effective Strategies for Teaching Music to Students with Emotional Disturbances. Music Educators Journal, 99(1), pp67-72. Reglin, G., Akpo-Sanni, J., & Losike-Sedimo, N. (2012). The effect of a professional development classroom management model on at-risk elementary students' misbehaviors. Education, 133(1), pp3-18. Reutzel, D.R., Ray, R.D., & Clark, S. 2011. Organizing Literacy Classrooms for Effective Instruction. Reading Teacher, 65(2), pp96-109. Sevgen, O. 2010. A Study on Student Misbehaviour in EFL Classrooms: Classroom Management, Factors Affecting Classroom Management, Misbehaviour, Causes of Misbehaviour, Methods for Dealing with Misbehaviours. London: LAP Lambert Acad. Publishers. Spilt, J., Koomen, H., & Thijs, J. 2011. Teacher Wellbeing: The Importance of Teacher-Student Relationships. Educational Psychology Review, 23(4), pp457-477. Read More